Deep learning self-regulation strategiesValidation of a situational model and its questionnaire

  1. Ernesto Panadero
  2. Jesús Alonso-Tapia
  3. Daniel García-Pérez
  4. Juan Fraile
  5. José Manuel Sánchez Galán
  6. Rodrigo Pardo
Aldizkaria:
Revista de psicodidáctica

ISSN: 1136-1034

Argitalpen urtea: 2021

Alea: 26

Zenbakia: 1

Orrialdeak: 10-19

Mota: Artikulua

DOI: 10.1016/J.PSICOE.2020.11.003 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Revista de psicodidáctica

Garapen Iraunkorreko Helburuak

Laburpena

Medir el aprendizaje autorregulado es fundamental para mejorar nuestras intervenciones educativas. Los cuestionarios de autoinforme han sido el principal método para su evaluación, con la mayoría de instrumentos construidos a partir de “modelos teóricos” generales. Frente a estos, este estudio valida un modelo basado en situaciones realistas de aprendizaje observadas en los alumnos. El Cuestionario de estrategias profundas de aprendizaje, tiene cuatro escalas: (1) Estrategias básicas de autorregulación del aprendizaje; (2) Estrategias de elaboración visual y de resumen; (3) Estrategias de procesamiento profundo de información; y (4) Estrategias sociales de autorregulación del aprendizaje. Participan 601 estudiantes universitarios. Primero, se ha analizado la validez interna del cuestionario, contrastando tres modelos: (M1) monofactorial; (M2) cuatro grupos de estrategias correlacionando libremente entre ellas; (M3) el factor de cada grupo de estrategias es indicador de un constructo latente general, modelo que resulta ligeramente mejor ajustado. Segundo, se ha realizado un análisis de rutas para estudiar si el uso de las estrategias de aprendizaje profundo depende de factores personales y predice el rendimiento. Se ha encontrado que depende directa y positivamente de la orientación hacia el aprendizaje, de los automensajes que definen el estilo de autorregulación de la emoción y la motivación centrado en el aprendizaje, y del esfuerzo. Además, estas dos últimas variables dependen de la autoeficacia que, a su vez, incide en el esfuerzo. El rendimiento ha dependido positivamente del esfuerzo y, negativamente, del uso de las estrategias de aprendizaje profundo. Esta relación negativa puede deberse a cómo se evalúa el rendimiento académico.

€ Ikusi finantzaketa

Finantzaketari buruzko informazioa

Finantzatzaile

  • Spanish Ministry of Economy and Competitiveness (Ministerio de Economía y Competitividad) National I+D Call
    • EDU2016-79714-P

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